{"title":"词汇知识和语法知识如何影响 L2 阅读理解：细粒度视角","authors":"Huilin Chen, Huan Mei","doi":"10.1007/s10212-024-00793-x","DOIUrl":null,"url":null,"abstract":"<p>Based on theories on vocabulary knowledge, grammar knowledge, and reading comprehension subcomponents, ten attributes/subskills were defined for 50 items from relevant subtests of TEM4 (Band Four of Test for English Majors in China). Cognitive diagnosis was conducted on the TEM4 data of the randomly sampled 2285 examinees (roughly at the B2 level) through the saturated generalized deterministic inputs, noisy “and” gate (G-DINA) model. The person parameters obtained from cognitive diagnosis served as the basis for simple multiple regression and path analyses for detecting relationship patterns. The study discovered that the relationship pattern at both construct and attribute/subskill levels can be better described as a mediation pattern in which vocabulary knowledge and its attributes are more suitable to serve as the starting point for reading comprehension. The study also discussed the patterns of the impact of vocabulary and grammar attributes on reading subskills as well as the internal subskill relationships within the construct of reading comprehension.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"30 1","pages":""},"PeriodicalIF":2.7000,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"How vocabulary knowledge and grammar knowledge influence L2 reading comprehension: a finer-grained perspective\",\"authors\":\"Huilin Chen, Huan Mei\",\"doi\":\"10.1007/s10212-024-00793-x\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Based on theories on vocabulary knowledge, grammar knowledge, and reading comprehension subcomponents, ten attributes/subskills were defined for 50 items from relevant subtests of TEM4 (Band Four of Test for English Majors in China). Cognitive diagnosis was conducted on the TEM4 data of the randomly sampled 2285 examinees (roughly at the B2 level) through the saturated generalized deterministic inputs, noisy “and” gate (G-DINA) model. The person parameters obtained from cognitive diagnosis served as the basis for simple multiple regression and path analyses for detecting relationship patterns. The study discovered that the relationship pattern at both construct and attribute/subskill levels can be better described as a mediation pattern in which vocabulary knowledge and its attributes are more suitable to serve as the starting point for reading comprehension. The study also discussed the patterns of the impact of vocabulary and grammar attributes on reading subskills as well as the internal subskill relationships within the construct of reading comprehension.</p>\",\"PeriodicalId\":47800,\"journal\":{\"name\":\"European Journal of Psychology of Education\",\"volume\":\"30 1\",\"pages\":\"\"},\"PeriodicalIF\":2.7000,\"publicationDate\":\"2024-01-25\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"European Journal of Psychology of Education\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1007/s10212-024-00793-x\",\"RegionNum\":2,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Psychology of Education","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s10212-024-00793-x","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
How vocabulary knowledge and grammar knowledge influence L2 reading comprehension: a finer-grained perspective
Based on theories on vocabulary knowledge, grammar knowledge, and reading comprehension subcomponents, ten attributes/subskills were defined for 50 items from relevant subtests of TEM4 (Band Four of Test for English Majors in China). Cognitive diagnosis was conducted on the TEM4 data of the randomly sampled 2285 examinees (roughly at the B2 level) through the saturated generalized deterministic inputs, noisy “and” gate (G-DINA) model. The person parameters obtained from cognitive diagnosis served as the basis for simple multiple regression and path analyses for detecting relationship patterns. The study discovered that the relationship pattern at both construct and attribute/subskill levels can be better described as a mediation pattern in which vocabulary knowledge and its attributes are more suitable to serve as the starting point for reading comprehension. The study also discussed the patterns of the impact of vocabulary and grammar attributes on reading subskills as well as the internal subskill relationships within the construct of reading comprehension.
期刊介绍：
The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.
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